St Barnabas Trust Support

Intent

The Trust’s KS1 model recognises Key Stage 1 as a crucial bridge between EYFS and KS2. The intent is to ensure pupils develop secure foundational knowledge and skills in reading, writing and mathematics, while experiencing learning that is fun, purposeful and irresistible, fostering curiosity and a genuine love of learning.

The KS1 model is underpinned by three core principles:

• Active Learning – recognising that young children learn best through active engagement, exploration and meaningful application of learning

• A Blended Approach – combining high-quality explicit teaching, modelling and practice with carefully planned opportunities for active discovery

• A Creative Curriculum – using rich texts, experiences and cross-curricular links to make learning memorable, coherent and motivating

Oracy runs through all three principles, supporting vocabulary development, reasoning, collaboration and confidence, and enabling pupils to articulate their thinking clearly across the curriculum.

The model is rooted in Jerome Bruner’s theory of learning, placing active discovery alongside explicit teaching so that pupils actively construct understanding, make connections and remember learning over time. The Trust’s Bring It! values – Courage, Creativity and Friendship – underpin the KS1 curriculum, supporting strong behaviour for learning, resilience and positive relationships, and contributing directly to pupils’ personal development.

Implementation

The KS1 model is implemented through high-quality explicit teaching and strong teacher modelling, followed by carefully planned Active Discovery Learning. These opportunities are purposeful, tightly aligned to learning objectives and designed to make learning memorable and meaningful, while maintaining high expectations for outcomes.

Teaching in KS1 prioritises:

• Systematic phonics and early reading, delivered with fidelity
• Writing with a clear focus on transcription, SPaG, stamina and sentence construction
• A mastery approach to mathematics, promoting depth, reasoning and fluency
• Deliberate and structured opportunities for talk, discussion and vocabulary development

Learning environments are inviting, purposeful and values-led, including reading corners, nature tables and carefully designed classroom spaces that support curiosity, independence and reflection. Active discovery is not used instead of teaching, but follows instruction to embed learning and ensure pupils can apply what they know confidently.

Impact

As a result of this approach, pupils experience KS1 as an enjoyable, engaging and memorable stage of their education, while also achieving strong academic outcomes. Pupils develop secure foundations in reading, writing and mathematics, alongside positive learning behaviours such as curiosity, resilience and independence. Outcomes in phonics, reading, writing and mathematics are closely monitored and improving across the Trust, and pupils transition into Key Stage 2 as confident, motivated learners who remember what they have been taught.

Through coaching, professional development, monitoring and targeted school support, Jess works closely with leaders and teachers to ensure fidelity to the KS1 model and sustained improvement. This work ensures that KS1 across the Trust is joyful, rigorous and purposeful, giving every child the strongest possible foundation for future learning.

Jess Harvey

KS1 Improvement Lead

At St Barnabas, our Key Stage 2 model is defined by a culture of high ambition. We empower our pupils to become “digital learners” by weaving together talk, technology, and collaboration. Our approach ensures that every child experiences a consistent, high-quality education that balances academic excellence with essential life skills.

Intent: Our Vision for Every Child

Our mission is lived through our trust-wide motto: “Bring It!” We inspire our pupils to bring courage, creativity, and friendship to every challenge they face. Our educational intent is rooted in the proven Rosenshine’s Principles of Instruction, providing a research-led framework that ensures new knowledge is built on firm foundations. Through this evidence-based approach, we aim to shape:

• Successful Learners who are resilient, curious, and increasingly independent.
• Creative Thinkers who approach problems with a critical eye and make meaningful connections across subjects.
• Courageous Individuals who speak with confidence and act with integrity.
• Responsible Digital Citizens who use technology ethically and purposefully to contribute to the wider world.

Implementation: How We Learn

We translate our ambitious intent into reality through a systematic “blended learning” model. This approach ensures a consistent, high-quality experience across all our academies while allowing for the unique character of each classroom. We believe that for children to thrive, they must master a core curriculum while developing the fluency to use modern technology as a natural extension of their thinking. Our teachers provide the direct instruction and scaffolding necessary for pupils to move from guided practice to independent mastery.

This is achieved through four key pillars:

• Evidence-Based Teaching: Using Rosenshine’s principles, staff provide systematic instruction, worked examples, and regular retrieval to ensure long-term mastery.
• Connected Technology: We utilise digital platforms and artificial intelligence to personalise the pace of learning and facilitate real-time collaboration.
• The Power of Oracy: We prioritise structured talk, helping pupils develop the vocabulary and confidence to articulate complex ideas clearly.
• Purposeful Experiences: Through “Adventure Logs” and real-world projects, children apply their skills to authentic challenges beyond the classroom.

Impact: Excellence and Growth

The success of our model is evident in the burgeoning confidence and achievements of our pupils. We practice responsive instruction, using constant feedback to understand exactly where a child is in their journey and adjusting support or challenge accordingly. We carefully track this growth to ensure a smooth transition from the supported learning of Lower Key Stage 2 to the mature independence required as they reach the end of Year 6.

Our KS2 Improvement lead plays a vital role in bringing this model to life across all our academies. Working side-by-side with teaching teams, he provides targeted coaching and professional development to ensure that high-quality digital pedagogy and structured talk are embedded in every classroom. His expertise ensures that our “Connected Learning” strategy isn’t just a plan on paper, but a lived reality that empowers every pupil to “Bring It!” each day.

Chris Jewell
KS2 Improvement Lead